Question.5327 - Discussion 2 Previous Next ListenRead the “student group” case at the beginning of the Chapter 2 OR the “church board” case in Chapter 3. Then select two of the “Questions for Review” below from its respective chapter to respond to. Include the text of the questions in your post and the topic of your case in the subject line of your post.Student Group QuestionsAmong other things, communication is personal. What conclusions might be drawn about the personal attitudes of the students in our opening case toward each other and toward group processes?Besides the obvious symbolic meanings of “late,” what other meanings can be read into the remarks and the nonverbal behaviors of the students?What are the obvious content dimensions communicated in the students’ remarks? What are they communicating to each other about how they perceive their relationships, including responsiveness, power, and liking?Do these students give any hints about their listening preferences? If so, what are they?How would you rewrite some of Lam’s comments to show how he could have paraphrased what Kelli, Ryan, and Tamika said? Which of the eight major categories of nonverbal behaviors are most relevant to this student group?How might computer-mediated communication been used by our student group? What precautions might they take should they choose to use it to compensate for absences from meetings?Given your understanding of communication principles, including nonverbal messages, what advice would you give to this student group?Church Board QuestionsIn what ways did the church board demonstrate the system principles of interdependence, synergy, equifinality, multifinality, and multiple causation?The board demonstrated considerable interaction with its environment, particularly with the congregation it represented. How do you see the two main principles of the bona fide group perspective (permeable boundaries and interchange with the environment) operating in the church board? What effects did these exchanges seem to have?In what ways did board members serve as boundary spanners? What boundary-spanning functions and strategies did members employ, and what were the effects on the board and the congregation?In many ways, this board demonstrated the input, throughput, output, and environmental factors that are considered to be ideal. What examples of the board’s inputs, throughputs, outputs, and environmental factors were particularly striking to you? Were any of these factors less than ideal? If so, what effects did this have on the board?
Answer Below:
Hello xxxxx and xxxxxxxxx I xx choosing xxx Student xxxxx case xxxx Chapter xx the xxxxxxx textbook xxx selecting xxx first xxx questions xxxx Questions xxx Review xx the xxx of xxxxxxx Question xxxxx other xxxxxx communication xx personal xxxx conclusions xxxxx be xxxxx about xxx personal xxxxxxxxx of xxx students xx our xxxxxxx case xxxxxx each xxxxx and xxxxxx group xxxxxxxxx Based xx the xxxx we xxx also xxxxx that xxx majority xx the xxxxxxxx attach xxxxxxxxxx to xxx goal xx the xxxxx entangle xxxx its xxxxxxx Tamika xxxxx and xxx are xxx responsible xxxxx who xxxxxxxxxxx in xxx proceedings xx showing xx preparing xxx caring xxxx things xxxx not xx to xxxx Their xxxxxxxxx however xxxxx that xxxxx are xxxxxxxxxx frustrations xxx frustration xxxx Tamika xxx Kelli xxxx with xxxxx indicates xxxx they xxx resentful xxxxx is xxxxxxxx caused xx unfair xxxxxxxxxxxx of xxxx When xx comes xx empathy xxx a xxxx mutual xxxxxxxx Ryan xxxx in x much xxxx collaborative xxx by xxxxxxxxxx Tyler xxx reminding xxx rest xx his xxxxxxxx issues xxx is xxxxxxxxxx problem xxxxxxx approach xx placing xxxxxxxx on xxxxxx down xxx tension xxx shifting xxxxxxxxx to xxx action xxxxx are xxxxxxxxx of xxxxxxxxx personal xxxxxxxxxxxx some xxxxxxxx are xxxxxxxxxxx relation-oriented xxxxx the xxxxxx are xxxx task-oriented xxx expect xxxx accountability xxxxxxx et xx Overall xxxxxxx shows xxxx there xx a xxxxxxx bonding xxxxxx the xxxxx but xxxxx expectations xxx communication xxxx are xxxxxxxx to xxxxxx their xxxxx Question xxxxxxx the xxxxxxx symbolic xxxxxxxx of xxxx what xxxxx meanings xxx be xxxx into xxx remarks xxx the xxxxxxxxx behaviors xx the xxxxxxxx Lateness xx the xxxx of xxxxx however xxxx convey xxxxx aspects xxxxx than xxxxxxxx of xxxx management- xxxx model xxxxx lack xx communication xxx reliability xxxxx endangers xxxxx in xxx group xx could xx viewed xxxx Kelli xx packing xx and xxxxxxx she xxxxx leave xx either x protest xx withdrawal xx a xxxx of xxxxxxx that xxxxx be xxxx frustrated xxx sought xxx repetition xx Tamika xxxxxx and xxxxxx out xx the xxxx harshly xxxxx her xxxxxxxx impatient xxx maybe xxxxxxx on xxx subject xx meeting xxx deadlines xxx is xx casual xx she xxxxxxxx the xxxxxxx should xx continued xx her xxx place xxxxx is xxx only x logistical xxxxxx but xxxx a xxxxxx of xxxxxxxxxx and xxxxxxxxxxxx of xxxx group xx people xxxxxxx et xx Even xxx defense xxxx made xx Ryan xx support xx Tyler xxx be xxxxxxxxxxx in xxxxx of x bid xx the xxxxxx to xxxxxxxx the xxxxxxxxxx harmony xxx the xxxxx Such xxxxxxxxx and xxxxxx clues xxx very xxxxxxxxxxx about xxx level xx communication xx feelings xxx norms xx the xxxxx and xxxxxxxxxxxx not xxxxxx yet xx be xxxxxxxxx References xxxxxxx G x Adams x H xxxxxxxx J x Effective xxxxx discussion xxxxxx and xxxxxxxx No xxxxxMore Articles From HUMS 335
.ico)
.ico)
.ico)
